Kevin: a very interesting question. Personally, I believe TBL and PBL are complementary strategies within a health professions curriculum. I would enjoy being a part of such a curriculum. But your question is about faculty development. My impression from being with you in June is that your faculty are more familiar with PBL than TBL. Ergo, if you are being asked to coordinate faculty development in TBL, I would not mix the two during a faculty development workshop(s). If faculty are going to be prepared to use both strategies effectively, they need to be well oriented and gain practical knowledge in both. If you want to develop a group of faculty who understand the fundamental principles and practices of TBL and are able to apply those principles, then these faculty need to practice doing so in workshops that are well-designed and facilitated (e.g., how and why TBL works, creating a TBL module, creating challenging applications, writing high-quality MCQs, developing facilitation skills, peer evaluation, etc). First crawl, then walk, then run. best regards, Paul
On Aug 2, 2013, at 4:32 AM, Kevin McConville wrote:
> Here’s an interesting concept. I have been asked to run a staff development for faculty on how to use TBL. But I’ve been asked to do it jointly with colleagues who having been using PBL also. The attempt is I think to highlight both types of teaching methodologies to other faculty who are still using not much else but didactic teaching.
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> Given my own invaluable experiences on learning about TBL by doing it (including sessions by Paul Koles et al)my gut instinct is that this is asking too much of everyone in a session and the focus should be on one of the other but not both but I just wondered about the groups experiences or thoughts on this?
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> Thanks
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> Dr Kevin McConville
> Senior Clinical Teaching Fellow
> University of Dundee
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